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School Effectiveness in China

An Exploratory Study

Pai Peng

This book is a valuable attempt to address the issue of school effectiveness in mainland China. The author applies multi-level modeling and longitudinal student achievement and survey data to evaluate school effectiveness. In the first study, the author analyzes the effects of school resources and classroom processes on student achievement. He also investigates the size of school effects, and the differential school effects for different groups of students. The other two empirical studies focus on the value-added evaluation of academic performance in schools, including consistency, stability and robustness of value-added results. The author also discusses the policy implications of these empirical findings in the Chinese school system.
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3. Chinese Basic Education: A Brief Introduction


A mixture of Confucian tradition, Soviet style and modernization

In this chapter, a brief introduction of basic education in China will be presented. It is believed that school characteristics are mainly influenced by their national and local contexts, as well as their history. Contextual factors shape the educational environment where schools, teachers and students play their roles in schooling. This point was embodied both in the comprehensive models of educational effectiveness (Creemers, 1994) and the dynamic models of educational effectiveness (Creemers & Kyriakides, 2008). To make the empirical analysis in the later chapters more comprehensible, it is indispensible to introduce Chinese basic education system. I will first introduce the structural background of basic education system in China. Then the recent development and disparities will be presented. Traditions and current features of learning and schooling will be illustrated. Finally, recent policies in basic education are discussed.

3.1 Structural Background

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